Implications of TBI in College English Class

Wang+Xiaohui　Yang+Hong

【Abstract】 TBI （task-based instruction），an approach developed from communicative language teaching，connects tasks to real-life situations and thereby provides a meaningful end for the process of language study.This would stimulate students intrinsic motivation and engage students interest and attention in the tasks，therefore improve their ability to communicate.Teachers should set proper tasks，control the pace of the activities and create corresponding assessment systems to ensure an expected outcome.This article presents a sample lesson plan and the assessment approach for a typical TBI class.

【中圖分類號】H319 【文獻(xiàn)標(biāo)識碼】B 【文章編號】2095-3089（2017）15-0034-02

Introduction

Task-based language teaching （TBLT） is an approach developed from Communicative Language Teaching.The main focus is on the learner and it starts from what the teachers and a task need to ‘do to get learners motivated to do the task （Xhaferi，2013）.The application of TBI in our classroom could very well help to solve the problem language teachers currently face in China，that is，students struggle to communicate verbally in everyday，authentic contexts despite the fact that they could recite long passages of English literature by heart.This is mainly because CBI is still our major trend of English teaching，where we emphasize reception （reading and listening） rather than production （speaking and writing）， accuracy at the expense of fluency，a dependence on course books rather than authentic conversation，a test-based instruction orientation instead of students' self-selected research and critical discussion，teacher-centered rather than student-centered learning.（Duncan，2013）

Implications

TBI is different from other more traditional methods of language teaching.The theory asserts that the ability to use a language is gained through exposure to and participation in using it.It would help create a context that would facilitate students second language acquisition by turning the abstract study of a language into something related to real life，from which students may develop intrinsic motivation.This would in turn spur their initiative to study the language and pick up the language skills in the natural process of using the language in an authentic context.And at the same time，students performance in finishing those tasks can also reveal to the teacher how theyve been progressing with their ability to communicate.

The tasks teachers set，teachers control of the process and proper assessment of the students performance are all key to the success of TBI.endprint

When designing tasks，we need to make sure that theyre meaningful，related closely to real life；not too simple so students will lose interest and not too complicated so as to frustrate students.

At the same time，teachers should control the progress of the activities at a proper tempo and momentum.Rush students too much，they couldnt get anything real done.Letting the activities drag on too long can be really time-consuming and bore the students.

Appropriate assessment can bring out the best in the students.Grade each group as whole，that is，each student in the same group gets the same score for their group report and the one in the group who is responsible for the report is chosen at random.This is to make sure that all students participate and help each other，which we call “scaffolding”，in order to get a good grade.

In order not to frustrate the top students，teachers can also give the student who gives the report an individual score at the same time so that top students will still stand out.

Below is a sample lesson plan for TBI，using a popular communicative game.

I.Step 1 brainstorm

Let students brainstorm various professions，which the teacher would write on the board.

II.Step 2 assign the task

Divide the students into groups of four.Explain to the students that these people are on a ship that is about to sink and the life raft has only room for five people.Each group is supposed to discuss and decides on the five people they will save and account for their decisions.

III.Step 3 presentation

A representative from each group is called upon to report the result of their discussion and explain why these people were chosen.

IV.Step 4 inter-group interaction

Groups try to persuade other groups to come to terms with their decision

V.Step 5 feedback and assessment

Teacher provides feedback on the group report and the discussion，and makes assessment.

Students would be engaged in a 90-minute session，actively involved in speaking and thinking in English，improving their ability to communicate through team work，cooperation and decision-making.

Despite all the advantages weve talked about，TBI also has its limitations.Since TBI typically focuses on fluency，instead of accuracy，that is，we dont often correct students mistakes，some students feel the class is inadequate for them to gain any benefit.And its difficult to have a really fair means of assessment.endprint

So，the combination of TBI with other forms of classroom teaching is necessary to achieve a desired outcome.

Conclusion

Language is never used for its own sake （except in the classroom），but a means to an end.We cannot expect proper use of the means without supplying a reasonable end （Ur，2011）.TBI puts the focus on connecting tasks to real-life situations，which contextualizes language in a meaningful way and provides large amounts of input and feedback.Students will learn the language structures through induction as they focus on task completion and meaning （Powers，2008）.Yet no one form of instruction could do all the job.It's important for teachers to combine various theories in their classroom to achieve their specific goals.

References

[1]Duncan，Benjamin，Liu Shusen，De-an Wu Swihart，and William H.O'Donnell.（2013）.Teaching English As A Foreign Language In China Today.Beijing： Beijing University Press.

[2]Xhaferi，Brikena，and Gezim Xhaferi.（2013）.Teachers' Attitudes And Understanding Of Task-based LanguageTeaching - A Study Conducted At The Faculty Of

Languages，Cultures And Communications At SEEU.SEEU Review.Volume 9，Number 2.

[3]Powers，D.（2008）.Task-Based Instruction： From Concepts to the Classroom.Retrieved November 2nd，2012 from the web.

[4]Ur，Penny.（2011）.Discussions That Work： Task-centered fluency practice.Beijing： Foreign Language Teaching and Research Press，Cambridge University Press.

作者簡介：1.王曉暉，河北工業(yè)大學(xué)外國語學(xué)院，副教授，研究方向：跨文化交際。

2.楊宏，河北工業(yè)大學(xué)外國語學(xué)院，講師，研究方向：英語語言文學(xué)。endprint